1. Welcome to Chemistry 1!
Please find your seat from the binder on the front table.
Blog: blogs.waukeeschools.org/chemistry

2. Guess Who?
Objective: To communicate with the other students in the class to determine whose sheet you have.
Take 3 minutes to…
Answer the following questions on your “sheet” using PENCIL. (DO NOT PUT YOUR NAME ON THE CARD OR TALK WITH CLASSMATES!)
A single concern of yours. Concerns can range from big concerns (What to do about global warming) to small concerns (what to eat for lunch).
Your favorite something, can be anything from color to food to movie.
TWO words describing your personality.
Flip your sheet over and sit quietly when done.

3. Example – Mrs. Bechtum
How Ben and his brother/sister will get along !
Vancouver Island, BC
Supportive
Organized

4. MOVE IT!!
The objective is to COMMUNICATE with other students in the class to determine whose sheet you have.
To eliminate someone from the “game” you must find the person whose sheet you have. (BE HONEST!)
Once you eliminate someone you can claim any sheets they have and continue eliminating other students.
Once eliminated please take a seat, be prepared to introduce a peer!
(collect cards)

5. What is Science?! Work with table group. 5 minutes.
Discuss and complete the Green, Pink, and Yellow sheet.
Please place your names on it.

6. Science is the study of cosmic order… or how things fit together.
What does it mean to “fit”?

7. Science is the study of cosmic order… or how things fit together.
Cube Activity
5 minutes
Search for PATTERNS!!
Identify pattern used to solve.
List on table top using dry erase marker.
Science is the study of cosmic order… or how things fit together.

8. Problem-Solving Framework
“What am I trying to accomplish?”
“What strategies am I using?”
“How well am I using the strategies?”
“What else could I do?”
Puzzle:
Trying to put together the puzzle/ produce an image.
Edges first… faces… shapes…
Have I separated out the edge pieces correctly
Would putting together the shapes or colors work better? Could I look at the box as a model?

9. Course Syllabus Found on the course blog (CHECK THIS OUT!!!)
“Mrs. Bechtum Classroom Notes”
Highlights
Office Hours
Course Summary
Required Materials
Assessment
50 points per unit spread over 3 assessments (see specifics on syllabus)
75% Tests 20% Labs 5% Learning Target Assessment

10. Classroom Expectations
Follow the standards set forth by WHS (in student handbook)
Respect ….Responsibility ……Trustworthiness
…and Safety!
Do not bring food or drink into class. This is a working lab.
Wear appropriate clothing/shoes during lab days. (TOMORROW)
Come in for extra help when you are struggling in class (self –advocate).
Communicate with the instructor when extenuating circumstances arise.
Follow the course outline.
It is YOUR responsibility to set up a time to make up missed exams, labs, and formative assessments.
Technology guidelines (Help NOT Hurt).

11. Course Outline *Subject to change*
Changes will be noted clearly in class if/when arise.
Topic; Learning Target Packet (LTP); Learning Target Assessment (LTA); Reading Assignment
Please keep up with homework and reading.
Come ask questions when they arise!
Highlight/note important dates (Unit 1 test this Friday!).

12. QUESTIONS?

13. Materials Unit 1 Packet (Part 1 – Page 1) Textbook (Check out)
Note this is Chapter 2 in the book.
Textbook (Check out)
While you wait begin working through page 1 of packet. (Formative Tomorrow!)
You MAY collaborate through these, but be certain YOU understand!

14. Classroom Expectations
QUESTIONS?
Classroom Expectations

15. Scientific Measurements
Unit 1 – Chapter 2

16. Learning Objectives
1. I can accurately use scientific notation and significant figures.
2. I can use and convert correct SI units of measurement.
3. I can solve problems using dimensional analysis.
4. I can calculate density problems.
5. I can distinguish between precision and accuracy.

17. What is the difference?
Qualitative measurement – a measurement that gives descriptive nonnumerical results. (Qualities)‏
Quantitative measurement – a measurement that gives definite, usually numerical results. (Quantities)‏

18. Quantitative or Qualitative?
The product was a white powder
760 mL of Acetone was added to the flask
The test tube smelled like rotten eggs

19. Scientific Notation
Numbers are written as a coefficient and 10 raised to a power Examples: x x x 1018

20. Numbers Bigger Than 1: Exponent is Positive
Positive Exponents move decimal to the right
Examples:
Scientific Notation Standard Notation
438,904
376
8.348 x 106
3.402 x 103

21. Numbers Smaller Than 1: Exponent is Negative
Negative Exponents move decimal to the left
Examples:
Scientific Notation Standard Notation
3.02 x 10-5
x 10-3

22. Model Time!

23. INTERNATIONAL SYSTEM OF UNITS
The International System of Units (SI) is the measurement system used by scientists.
Unit of Length = meter (m)‏
Unit of Time = second (s)
Unit of Temperature = Kelvin (K)
Unit of Mass = kilogram (kg)‏
Unit of Amount = mole (mol)

24. Metric Conversions

25. Practice Problems 25.8 cm = ? m 0.44 dL = ? mL 32.1 cg = ? kg
9.54 km = ? hm
Dg = ? mg

26. Mass and Weight
Mass
The amount of matter an object is composed of (grams, kg, pounds)
Weight
The amount of gravitational pull an object has (Newtons)
**A person that has a mass of 200 pounds, weighs 889N.

27. Can a person be…
massless?
weightless?

28. Significant Figures -Note Packet-
Any number in a measurement that is certain or estimated (one past measuring device).
13.45cm

29. Defining Significant Figures Group Activity (POGIL)!
Notes/ Piece of Paper
Writing Utensil
Line-up!
Complete as a GROUP! Make sure you feel comfortable with the ‘big’ ideas!

30. Define Significant Figures in your OWN words!
Share out definitions

31. Analyzing Significant Figures
650 m -2 Significant Figures
4.083 km -4 Significant Figures
42.0 s -3 Significant Figures
7000 L -1 Significant Figure
3.000 kg -4 Significant Figures
0.008 mL -1 Significant Figure
cm -3 Significant Figures
6050 mg -3 Significant Figures
Your task is to device a set of “rules” for determine the number of significant figures in a value/number. (3 Minutes!)
Be prepared to share out and explain your answers!
Your task is to device a set of “rules” for determine the number of significant figures in a value/number. (3 Minutes!)
Be prepared to share out and explain your answers!

32. Rules of Significant Figures
All non-zero numbers are significant.
Sandwiched zeros (those that occur between two significant figures) are significant.
Zeros that are only placeholders for a decimal are not significant.
Zeros at the end of a number that also contains a decimal are significant.
Exact numbers (no doubt or uncertainty in the value) may be thought of as having an infinite number of significant figures. These include numbers that were counted or are defined values (i.e., conversion factors)

33. Determining the number of sig figs Model
0.09 cm
0.050 cm
506 g
801.0 g
cm3 dm cg ml

34. Math Rules Using Sig Figs
Addition and Subtraction
answers should be rounded to the same number of decimal places as the measurement with the least number of decimal places
Multiplication and Division
round the answer to the same number of sig figs as the measurement with the least number of sig figs

35. Math Using Sig Figs Model
Solve the following and report out using the correct significant figures and units.
1.35 m x m =
1035 m2 / 42 m =
12.01ml ml + 6 ml =
5546 g – 28.9 g =
0.021 cm x 3.2 cm x cm =

36. Rounding 5 or higher round up 4 or less round down
Examples: 3 Significant Figures
45.68
68.25
65.93
9.756

37. Proper Measurement
Estimate one digit past the smallest division on the measuring device.
Include the proper units.
Read instruments at eye level.

38. What is the Length?

39. What is the Volume?

40. What is the temperature?

41. What is the length?

42. What is the volume?

43. What is the Length?

44. Purpose: To convert between units using the factor- label method.
Dimensional Analysis
Introduction:
What will I tell the students?
Lesson Objectives: I can convert between units using the factor label method.
What will they be learning to do and why or how this will be useful to them?
The Factor-Label Method of converting will be used throughout the course. If it can be used successfully with known relationships, we will be able to use it with unfamiliar relationships. Second semester chemistry will be easier if we can use the Factor-Label Method.
How does this link with previous learning?
We will be using relationships between units (conversion factors) that we already understand.
We will be using known quantities to convert from one unit to another
Start with reading Shel Silverstein’s poem “SMART” from Where the Sidewalk Ends ©1974
Read poem out loud while students follow along silently
(Next Slide)
Purpose:
To convert between units using the factor- label method.

45. Conversion Factors

46. Dimensional Analysis 1. 261 g  kg 2. 3 days  seconds
3. 9,474 mm  cm
kL  L
cm3  m3
cg  mg
7. 1 ft3  m3
(Note: ft = 1 m)
8. 1 year  minutes
lbs  kg (Note: 2.2 lb = 1 kg)
km  m
kg/L to kg/mL

47. Your Turn!
Traveling at 65 miles/hour, how many feet can you travel in 22 minutes? (1 mile = 5280 feet)

48. What is the same? What is different? Which is more dense? Why?

49. Density Density – the ratio of the mass of an object to its volume
Density = mass/volume
If a sample of aluminum has a mass of 13.5g and a volume of 5.0 cm3, what is its density?
2.7 g/cm3

50. Density vs. Mass
A large metal weight would be both dense and heavy.

51. Density vs. Mass
A single balloon would be neither dense nor heavy.

52. Density vs. Mass
A small metal weight would be dense, but not particularly heavy

53. Density vs. Mass
Enough balloons will be heavy, but still aren't dense.

54. Density Density – the ratio of the mass of an object to its volume

55. Solving Density Problems
Given
Unknown
Equation
Substitute
Solve
Calculate the density of a material that has a mass of g and a volume of 13.5 cm3 .

56. Solving Density Problems
Given
Unknown
Equation
Substitute
Solve
The density of silver is g/cm3 . If a sample of pure silver has a volume of cm3 , what would the mass be?

57. Group Work Solving Density Problems
Given
Unknown
Equation
Substitute
Solve
What is the mass of a 350 cm3 sample of pure silicon with a density of g/ cm3 ?

58. Check for Understanding
Describe the term accuracy in your own words.
Describe the term precision in your own words.

59. UNCERTAINTY IN MEASUREMENTS
Accuracy describes how close a measurement comes to the true value.
Precision is how close a series of measurements are to one another.

60. Uncertainty
Accurate, Precise, Neither, or Both?

61. Uncertainty
Accurate, Precise, Neither, or Both?

62. Uncertainty
Accurate, Precise, Neither, or Both?

63. Uncertainty
Accurate, Precise, Neither, or Both?

64. Four student’s lab results are posted below
Four student’s lab results are posted below. Assuming that the density of water at the specified temperature of the day the lab was conducted was 1.00g/mL answer the following questions.
Pipet1
Pipet 2
Buret 1
Buret 2
Student A
1.51 g/ml
.55 g/ml
1.28 g/ml
1.42 g/ml
Student B
1.11 g/ml
1.10 g/ml
Student C
1.01 g/ml
1.00 g/ml
0.99g/ml
Student D
0.90 g/ml
1.15 g/ml
0.85 g/ml
1.) Which student has both the highest accuracy and highest precision in their data collected?
2.) Which student has both the lowest accuracy and lowest precision in their data collected?
3.) Which student has the highest precision, but low accuracy in their data collected?
4.) Which student has high accuracy, but low precision in their data collected?

65. Density Lab
Once you have finished collecting your data and cleaned your station return to your seat and complete the questions, INDIVIDUALLY!
DUE BEFORE YOU LEAVE TODAY (place in basket on bookshelf)
Graph it! Complete the Mass vs. Volume Graph Practice Sheet.
Practice ALL the remaining questions in your packet. (solutions on front table)

66. LTA -TOMORROW Will Complete INDIVIDUALLY No Notes For next time…
Finish reading pages 33-42
Continue working through packet.